Neurociências e as principais funções mentais da aprendizagem: concepções e implicações à formação de licenciandos em química

Abstract

An initial teacher training based on the fundamentals of various areas of Neurosciences enables teachers to understand, recognize, and value the neurocognitive diversity of each student. Thinking this way, we elaborated the research problem: what are the conceptions and implications for teacher training of Chemistry student-teachers regarding Neuroscience and the main mental functions involved in the learning process when participating in a mini-course containing knowledge on the subject? In search of answers, the general objective was to elaborate, apply, and analyze the results of a mini-course entitled: 'Neuroscience and the main mental functions involved in the learning process', for the training of Chemistry student-teachers. In the methodology, we prioritized qualitative research of the applied, field, and explanatory type. The participants were seven student-teachers enrolled in a Fundamentals of Chemical Education discipline of a Chemistry Degree course, evening shift. Before and after participating in the mini-course, all responded to questionnaires. The collected data were structured based on content analysis. The results indicate that, in addition to conceptual advances, participants began to perceive neuroscience as a fundamental tool for teaching. Many highlighted that understanding neural processes can help them adapt their teaching methodologies to meet the different needs of students. This includes using diversified approaches, considering individual cognitive differences and the role of emotions in learning. This result is aligned with recent studies indicating that personalized teaching, based on brain knowledge, can contribute to a more efficient and inclusive teaching and learning process.